Improving conceptual clarity in high school biology: evaluating the 5C method’s effectiveness among Chinese students

Although studies have identified numerous confusing concepts in high school biology, existing diagnostic and instructional methods remain inadequate. To address this, we developed a novel 5C teaching method that guides students to clarify concepts through self-directed concept mapping. Eighty-two 10th-grade students from Foshan, China, were randomly assigned to experimental (5C intervention) or control (traditional teaching) groups. A five-tier diagnostic test identified confusing concepts in genetics and cell biology. Results showed that the 5C approach significantly improved students’ conceptual clarity and autonomous learning abilities compared to conventional instruction. This method not only enhances conceptual understanding but also promotes critical thinking, collaboration, and learning strategy use, offering a valuable reference for biology educators.